Detf update for regional meetings nov.12
Transcript of Detf update for regional meetings nov.12
Update: CCCS Developmental Education Taskforce
Recommendations to Date
Overview
Why the SBCCOE formed the DETF. What is the current status of the task force
work?What is the timeline for implementation?
The problem
“The more levels of developmental courses a student needs to go through,
the less likely that student is to ever complete college English or math.”
- Thomas Bailey (2009) CCRC Brief.
Colorado percent of enrollment in developmental education
27%
73%
Enrollment
Students enrolled in at least one DE courseAll other students
CCCS students
MAT ENG REA0
10
20
30
40
50
60
70
61.6
25.3
13.1
Percent of total remedial enrollment
Percent of total remedial place-ment
Traditional Colorado course pipeline
MAT 030
MAT 060
MAT 090
MAT 099
ENG 030
ENG 060
ENG 090
REA 030
REA 060
REA 090
Current course completion
Course 2010-2012: 3 year average
ENG 030 61.6%
ENG 060 63.2%
ENG 090 63.5%
REA 030 64.0%
REA 060 68.1%
REA 090 63.8%
MAT 030 60.8%
MAT 060 66.3%
MAT 090 60.1%
MAT 099 57.9%
Total Average 62.9%
Why high attrition rates are a structural problem
For students who place two levels below a college course there are 5 “exit points” Do they pass the first course Do they enroll in the next course? Do they pass the second course? Do they enroll in the college-level course? Do they pass the college-level course?
Students placing three levels down have 7 exit points.
Why high attrition rates are a structural problem
CCCS pipeline example for students beginning in MAT090
Enroll in remedial math (6933) 100%Do they complete MAT 090 (3053) 44%Do they enroll in college math (1746) 25%Do they complete college math (1239) 18%Do they graduate (558) 8%
Nawrocki, Baker, & Corash (2009). Success of remedial math students in the Colorado community college system: A longitudinal study.
Why high attrition rates are a structural problem
CCCS pipeline example for students who completed ENG 030 - fall 2010
Completed 030(538)100%
Do they enroll and complete 060 (189)35%
Do they enroll in and complete 090 (32)6%
The goal
Move students quickly and effectively through their first college level course.
Some of the possibilities
Compression models that combine existing levels
Mechanisms for bypassing remedial levelsMainstreaming students into college-level
coursesIntegrated reading and writing courses that
replace multiple levels of reading and writingPre-statistics courses that replace the
traditional algebra sequence Contextualized instruction in career-technical
programs
Some of the national models and ideas considered
Washington State - iBestTennessee – modules and math emporium Los Medinos - shortening the developmental
pipeline and acceleration in mathCCBC - Accelerated Learning (ALP)Chabot College - engaging faculty to dive into
pedagogy and practiceUniversity of Texas - new mathways projectAPSU– mainstreaming
Local innovations and successes
Aurora Integrated curriculum A move from stand alone DE reading or English – at
the highest DE levels (old 090) all are paired with college courses
Denver Fast Start - compression and paired learning
communities with DE English and reading and math Additional student support structures
Front Range Learning communities & ALP
Themes
Key metric is success in college coursesTime is the greatest barrier to student
success in a college courseUse evidence based practiceContinuous improvement is essential to long-
term successDevelopmental curriculum should be
transformative and have college preparatory skills imbedded in it
What do the recommendations look like right now?
Goal statement
Reduce the amount of time, number of credits, and number of classes
Curriculum redesign Reverse design What do students really need to know for success in
college and careers One semester for MOST students. Two semesters or
less for any student in developmental education There should be an active learning experience
included with each lessonThis is an ongoing process
Currently in the recommendationsSoft Landing
EA < 45MAT107EA ≥ 45
Non-Transfer Path(060ish & nec 090)
EA ≥ 45
MAT108EA ≥ 60
MAT112EA ≥ 45
MAT109EA ≥ 60
MAT103EA ≥ 60
Non-STEM Path(060ish & nec 090/099)
EA < 85
MAT120EA ≥ 85
MAT155EA ≥ 85
MAT135EA ≥ 85
STEM Path(090 & heavy 099)
EA < 85
MAT121EA ≥ 85
MAT123EA ≥ 85
Multiple pathways
Each course in each developmental sequence should be redesigned to only cover content necessary for the college level course.
Multiple developmental sequences/paths/branches available to students based on their career/major interest. Non-transfer Non-STEM STEM
Student advising as part of placement
Work with advisors to help students make informed choices that realistically reflect their academic preparation, abilities, and interests
Soft landing
Non-credit prerequisite options leading to re-test: AAA Accuplacer preparation Referral to ABE programs Boot camp NROC MFL, Aprion, Aleks, Enhanced web assign MOOC’s Tutoring
For credit – Co-requisite support with chosen pathway course
Co-requisite soft landing
Instead of non-credit, students with lowest placements could enroll in a AAA math course designed to provide them with tutoring, college readiness, career counseling, and support structures to promote success. Instructed by the same person who is teaching their
math course Learning community format Co-enrolled with the same cohort of students
English and Reading
Overall ENG/REA
Colleges will offer an accelerated model that provides students with the opportunity to enter a 100 level class no later than their second term in enrollment
The sequence should be compressed and accelerated
Reading and English should be integratedThere are a variety of possible delivery
strategies to achieve this goal
Multiple placementsREA030 REA060 REA090 None
ENG030
3% 2% 1% 0%
ENG060
2% 6% 6% 3%
ENG090
0% 5% 14% 20%
ENG121
0% 0% 4% 34%
Currently in the recommendations
College Course
College Reading and Composition (CRC)
Soft landing (non credit)
Placement Entry Level Course Entry Level Course Description
Next step
RC 0-39 and/or SS 0-49 Soft landing Non-credit, institutional choice on
designAccuplacer re-test
RC 0-39 and/or SS0-49 or any level Recitation Reading and writing across the
disciplines curriculum to include at least one of the discipline
groups: Communication, Arts and Letters, Science, Social Science
RC 0-39 and/or SS 0-49 CRC +
RecitationIntegrated REA/ENG with co-requisite reading and writing across the disciplines support
Any transfer level course or ENG 121 as needed. Meets
requirements for all pre-college REA/ENG
RC 40-61 and/or SS 50-69 College
Reading and Composition
(CRC)
Integrated REA/ENG reading and writing across the disciplines
Any transfer level course or ENG 121 as needed. Meets
requirements for all pre-college REA/ENG
Either RC 62-79 or SS 70-94 or both Mainstream Integrated REA/ENG with co-
requisite gateway level course. Could be ENG 121 or any Arts and Letters, Science, or Social Science
100 level course.
Any transfer level course or ENG 121 as needed. Meets
requirements for all pre-college REA/ENG
Soft landing
Non-credit. Goal would be to raise entry level assessment scores. AAA Accuplacer preparation Referral to ABE programs Boot camp MFL Tutoring
Recitation. Credit based co-requisite reading and writing in the disciplines
Comp
Comp. Integrated REA/ENG (old 060/060 and 090/090). This would prepare students in all ENG and REA prerequisites in one semester.
Comp w/ Co-requisite Recitation. This option is designed to support schools that want to offer a credit option to students who assess at the lowest RC and SS levels to allow them to meet scholarship, athletics, and housing eligibility.
Mainstreaming
Integrated REA/ENG (old 090/090), Co-requisite with ENG 121 or Arts and Letters, Science, or Social Science 100 discipline strands.
Discipline strands – discipline specific content in new courses to allow colleges to reverse design to any of four groups of courses i.e. Communication, Arts and Letters, Social Sciences, and Science depending on student’s completion goals.
Other items of interest
Student support
Case management/academic advising/career coaches for developmental students. Minimum 400:1.
Co-registration with AAA. Could be extended orientation, intensive advising, Core Skills Mastry, more traditional classroom experience… Aim to address academic success strategies, college readiness, career counseling.
Faculty development
State funded system of faculty and staff support to carry out developmental education redesign.
Colleges shall incorporate a number of strategies to facilitate successful implementation: Offer limited full time positions to current adjunct instructors
during the implementation phase of this work to stabilize our workforce to allow for program adoption to scale on an accelerated pace.
Provide release time to current full time faculty and pay to adjunct faculty so they can work with the implementation team to prepare to offer new courses and formats.
Offer course release opportunities to faculty in an ongoing way to promote student success strategies including advising and case management of developmental education students.
Testing and placement
An institutional administrator (IA) for Accuplacer at the system level Monitor common multiple measures, Consistent placement scores, Ensure consistent training for testing center directors, Create uniform test delivery and scoring practices, Standardize and norm Accuplacer scores, Prepare all new Accuplacer testing platforms, Implement best practices for National College Testing
Association (NCTA) standards
Testing and placement
CO Accuplacer scores should be validated every 3-5 years
Once the curriculum is developed for each area change the strands for a CO Accuplacer
Have testing center directors/designated experts meet with a system IA to determine processes and procedures that will be standardized across colleges. To include but not limited to: retakes, common non-cognitive questions, and test cost
Measures of success
Successful developmental students and programs should be measured in the following ways: In Math – Successful completion of any college level
(100+) math course In English and Reading – Successful completion of any
college level (100+) English course
Timeline
Some colleges are starting on implementation work now with TAA grant money support
February policy recommendations to SBCCOEAfter policy is adopted
Spring/summer discipline team work to develop curriculum and to create professional development training for faculty and staff
Fall of 13 schools that are already working on redesign will ramp up projects
Spring 14 all colleges should transition to the new models
Fall of 14 all colleges should be operating with the new models in place
CONTACT YOUR COLLEGE REPRESENTATIVE(S). FOR A
COMPLETE LIST SEE WWW.CCCS.EDU/DETF
OR CONTACT CASEY [email protected]
720-858-2841
Questions or for more information
Creative Commons Attribution
Unless otherwise specified, this work by the Colorado Community College System http://www.cccs.edu is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant awarded to the Colorado Online Energy Training Consortium (COETC).